Teaching Design Thinking

Technologies Education

3:00

Teaching

3:00

Pedagogical Diversity

Organising learning environments

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Design Challenge

Design

Challenge

Design Challenge

Contextualise

Contextualise

Personalise

Contextualise

Localise

Personalise

Contextualise

Localise

Personalise

Modernise

Contextualise

Localise

Personalise

Modernise

Fantasise

Unit Planning

Breaking down into lessons

Scaffolding activities

Assessment - formative and summative

Assessing children's achievements

Finding out what children don’t know

Finding out what children know

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking

Futures Thinking

Systems Thinking

Design Thinking

Computational Thinking

Strategic Thinking

Trends, Visioning, Scenarios, Big Idea

B/COT, Circle, Stocks, Flows, Loops

Contexts, Design Challenges, PSE Type

Data, Automation/Programming

Entrepreneurship, Planning, Teamwork

Contexts

• Engineering principles and systems • Food and fibre production • Food specialisations • Materials and technologies

specialisations

Design Process Creating a product, environment or service

• investigating the problem • generating possible designs • producing a solution • evaluating the solution • collaborating on and managing this

process

Solution Type

• product • environment • service

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1:21

2:01

Competitions

1:09

5:00

Challenge Based Learning

0:24

Challenge Based Learning

The Big Idea

Essential Questions

The Challenge

Guiding Questions and Activities

Solutions, Implementation, and Reflections

2:15

Design Thinking

Stanford d School design process

• Empathise • Define • Ideate • Prototype • Test

Daylight Design Thinking approach

• Learn from people • Find patterns • Define design principles • Make Tangible • Iterate Relentlessly

Daylight Design Thinking approach

• Accept Situation (or understand the problem); • Analyse (the problem/situation); • Define (restate the problem clearly by defining

the goal); • Ideate (to think of the possibilities, come up

with options); • Select (compare and decide upon the best

option); • Implement (creating a solution); and • Evaluate (assess if the solution works and be

improved).

Trends, Visioning, Scenarios, Big Idea

B/COT, Circle, Stocks, Flows, Loops

Contexts, Design Challenges, PSE Type

Data, Automation/Programming

Entrepreneurship, Planning, Teamwork

Assessment Criteria

• Interpretive and analytical ability in developing design challenges.

• Interpretive and analytical ability in developing programming challenges.

• Intellectual initiative in research, planning and development of solutions.

• Intellectual initiative in the articulation and presentation.

2-4 Activities/Projects/Challenges

• Teaching Design Thinking; • Teaching Computational Thinking; • Teaching Systems Thinking; • Teaching Strategic Thinking; and • Teaching Futures Thinking.

Two Design Technologies Contexts

• Engineering principles and systems • Food and fibre production • Food specialisations • Materials and technologies

specialisations

Two Digital Technologies Contexts

• Data

• Programming / Automation

Expectations for most students

• Present standard activities taken directly from existing examples and contextualised for the Gold Coast;

Expectations for some students

• Demonstrate that students will have opportunities to develop a range of learning outcomes as detailed in the curriculum and you have made a significant new contribution to the project idea;

Expectations for a few students

• Incorporate, in an integrated way, the development of the range of student thinking skills into your design challenges and show real innovation in your project ideas.

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Griffith University

Dr Jason Zagami

www.zagami.info